was born in Waukesha county, Wisconsin, October 1, 1857, a son of James and Ganes (Gowen) Imrie, both natives of Scotland. The parents came to the United States in 1853, settling in Wisconsin. The father worked on a farm one year and then took a course at Carl College at Waukesha. After this he took up teaching, which he afterward followed with great success. He taught ten years in Waukesha County, being also superintendent of schools for several terms. He then moved to Buffalo county, Wisconsin, where he taught school for two terms. He was superintendent of schools in that county for four years old also engaged in farming. In 1893 he retired and now resides with his son David. He had one other son, John, of whom a sketch will be found in this history. David was educated in the public schools and taught school one year. In 1878, October 5, he married Hulda Southard, a daughter of J. W. and Mary Southard, early settlers of Buffalo County, having come westward in 1856. The father was a millwright by trade, but a farmer by occupation. He now resides in the state of Washington. Mr. and Mr.s Imrie have four children: John, Mabel, Elton and Hattie. Mabel is a graduate of the high school at Roberts, Wis. Mr. Imrie now owns 320 acres in Warren Township, all under cultivation. He does general farming, paying considerable attention to dairying. He also breeds Poland China hogs and the place carries from 20 to 30 head of horses and colts. Mr. Imrie built the present house and remodeled the rest of the building, until he now has as fine a place as can be found in the township. He taek pride in the appearance of the farm, and everything about the place shows the most careful and painstaking attention. Mr. Imrie is a Democrat in politics, and when in Buffalo County he was clerk, chairman and treasurer of his township. Mr. Imrie is an up to date, hard working man, an ardent friend of the cause of education. He is a wide reader and keeps well abreast of the times.

John D. Imrie was born in Waukesha county, Wisconsin, July 22, 1859, a son of James and Agnes (Gowen) Imrie, of whom a sketch will be found in this history. He was educated in the public schools of Buffalo county, Wisconsin, and farmed until 1877, when he engaged in a general store business in Mishamokwa, Wis., for four years. He then went to Milbank, S. D., where he and his brother David continued in the mercantile business one-year. He then returned to Buffalo County and farmed from 1881 until 1900, when he came to St. Croix County and bought his present farm in Warren Township. Upon this farm of 160 acres, all under the plow, he carries on general farming, doing considerable dairying. He keeps some fine Jersey cows and his barn is especially arranged for dairy purposes. He also raises Poland China hogs and carries several head of Percheron grade horses. Mr. Imrie himself erected all the buildings on the place and has taken pride in keeping them in their present fine condition.

Mr. Imrie was married in 1880 to Hattie Jones, daughter of J. V. and Mary (Kezar) Jones, of Pennsylvania, who came to the St. Croix county several years ago. This union has been blessed with four children: Agnes, Roy, James and Mary. Agnes is married to D. W. Ash, son of W. H. Ash, a banker of Roberts. The other three are at home.

Mr. Imrie votes the Democratic ticket and served as town clerk two years. He is a Good Templar and a member of the Congregational church. The confidence that he enjoys in the community is shown by the fact that he is at present manager of the Farmers Cooperative creamery. He is one of the successful farmers of the township, and well deserves all the good reputation that he has throughout the valley.

Reference: Taken from "History of the St. Croix Valley", published in 1909

Ingles

(Galahad School for boys)

J. P. Ingles is the moving spirit of that picturesque school which, overlooking beautiful lake and verdant valley is engaged in turning out clear-headed, clean-limbed, well-muscled young men with thorough academic, manual and business training, who shall be the modern prototypes of that hero of the boys of all ages, for whom the school is named. The institution is still in its infancy, but already its beneficial results have been shown in its influence upon its students, and the Galahad school is in line to become one of the leading preparatory schools for boys in this section of the country. The situation combines the two ideals for private school life; it is near enough to a business center to keep in close touch with the outside word, and yet far enough away to insure the benefits of country life and freedom from city distraction. The place where the school is located, on the lake, two miles from the city of Hudson, Wis., was originally intended for a country estate, and its main features have been retained, so that there is an entire absence of any institutional effect. The principal building on the beautiful grounds is a large stone structure, built along colonial lines of solid masonry, with large windows shuttered and barred and large porches extending the whole length of the house on either side. To the left of this home is the study hall and the school, and to the right is the dormitory of the upper school boys, while beyond is the manual training school. The campus is covered with giant oaks, pines and maples. One of the main features of the school is the large personal equation in the work. The school is limited to fifty boys, and being now in its third year, has an enrollment of about forty. There is a corps of five teachers on the faculty, and this gives a large opportunity for individual work, both in study and character building. The students are made to feel that the teachers are their best friends, and the closest relations are maintained between the instructors and the scholars. The boys are not left to master their lessons as best they can, but are taught how to study as well. In the academic line the standard for scholarship is high, each teacher making large demands for his recitations, and the latest methods in teaching are employed. In a business line the boys are given thorough training by means of a bank, which is organized under the authority of the school, one of the boys acting as teller. It is different from the usual type of business training banks in that it handles actual money. The questions of spending money and the allowances for supplies, etc., are handled through the bank. Each boy has his own check and bank books, makes his deposits by means of deposit slips, and special attention is paid to making out the paper, signing and endorsing it. At the present time the deposits aggregate about $500. On the physical side the boys of the school have some excellent opportunities. They are taught the advantages and the delights of clean sports, and although in their competitions with outsiders they exercise the utmost fairness, never descending to any of the questionable methods so often employed in such events, they always give a good account of their skill, strength and training. At the school physical exercise in the open air twice day is required, and considerable attention is given to running. Baseball, football and basketball are put in the field in their season, and the school has already developed some excellent players. In the line of character building the school has excellent advantages. The teachers are manly men, well suited to be models of vigorous manhood to the growing youngsters. The aim underlying the school is that it must endeavor to stimulate individual effort on the part of each boy; that it must actually develop in him self-reliance and self-mastery and a feeling of personal responsibility, and that it must endeavor to stimulate individual effort on the part of each boy; that it must make him realize his duty to himself, his neighbor and his country. To the visitor one of the most interesting features is the work in manual training. This work is conducted along the lines advocated and practiced by William Morris, of England. The boys are given beautiful quartered red oak and other woods, with once in a while a piece of leather or other material, and under careful supervision are allowed to make articles of furniture that will not only cause them that joy that comes from the creation of a beautiful object, but will give them a useful article that will increase in beauty and value as the years go by, continuing forever a beautiful reminder of school days at old Galahad. The boys make Morris chairs, book shelves, stools, tables, chairs and stands, and the number of articles that they turn out is really amazing. The school is still in its infancy, but the future of its influence is without limit, and in years to come men will look back upon their happy boyhood days spent at Galahad School in Hudson with a feeling of gratitude that Mr. Ingles idea and ideal shaped itself in so delightful and beneficial a form. (taken from "History of the St. Croix Valley", published in 1909)